Text in Afrikaans / In the performing arts (music, dance and drama) affective factors do not only play a role during the performance of a work, but are present from the moment when a work is selected up to the completion of the performance. In order to analyse the continuous presence of affective factors in the performing arts, a literature study was undertaken in which the affective requirements of music, dance and drama works in different style periods were identified. The affective implications of adolescent development in a performing arts context were also researched. The most important affective factors which can influence the arts learner seem to be motivation, stress, anxiety and self-concept. A questionnaire was developed to measure these factors in a music, dance and drama context. An empirical investigation was carried out involving 297 learners. With the data obtained from the empirical investigation the reliability and validity of the questionnaire could be determined. Norms were also developed for the questionnaire. Hypotheses on the role of affective factors in the performing arts were tested statistically. The hypotheses dealt with the underlying relationship between the different affective factors, the role of affective factors in the different performing arts, the development of affective factors during the secondary school years, the relationship between affective factors and achievement in an art field as well as the role of other variables such as gender, social relations and home circumstances. Recommendations were made to teachers, parents and learners. The recommendations are aimed at the enhancement of motivation and self-concept as well as the reduction of anxiety and stress. / Teacher Education / D.Ed.

Thesis (MA (VA)(Visual Arts))--Stellenbosch University, 2008. / The purpose of this study was to develop an academic approach towards my own work. The main objective was to determine my position as the subject in the art-making process and, in doing so, to find a way in which to discuss my own work more readily. My underlying assumption was that identity is formed through a visual rather than a verbal process. I realised however that language played an important role, especially since the metonymic and metaphoric characteristics of my art flow from language. The study therefore focuses on the forming of identity, on the road to self-identity, but takes this factor into consideration. Lacan’s theory on the mirror phase offered me the opportunity to investigate the inseparable relationship between subjectivity and visuality. His work on the intrinsic interaction between image and language, the conscious and the unconscious, being human as a “lack of being” and the endeavour towards completion in a broken world, culminates in the construction that language originates from the moment at which the conscious makes an appearance at the end of the mirror phase and that the unconscious is structured like a language. For Lacan the subject is not mono-dimensional, but occupies two positions, one in the imaginary, known as the moi, and the other in the symbolic, known as the je. Based on this view, Lacan demonstrates that the symbols artists use should not only be understood as icons, but should be seen as signifiers in which the subject comes to the fore. What I have drawn from the theoretical part of my research is the fact that the composition of factors that determine the meeting of subjects in the viewing process are extremely complex. The core of the gaze is however that the gazing subject always experiences something of itself in the gaze. This insight not only helped me to describe some of the work of my favourite artists better, but to identify myself in my work. The experience of unravelling and restructuring my thoughts in the writing process was most liberating.

Text in Afrikaans / In the performing arts (music, dance and drama) affective factors do not only play a role during the performance of a work, but are present from the moment when a work is selected up to the completion of the performance. In order to analyse the continuous presence of affective factors in the performing arts, a literature study was undertaken in which the affective requirements of music, dance and drama works in different style periods were identified. The affective implications of adolescent development in a performing arts context were also researched. The most important affective factors which can influence the arts learner seem to be motivation, stress, anxiety and self-concept. A questionnaire was developed to measure these factors in a music, dance and drama context. An empirical investigation was carried out involving 297 learners. With the data obtained from the empirical investigation the reliability and validity of the questionnaire could be determined. Norms were also developed for the questionnaire. Hypotheses on the role of affective factors in the performing arts were tested statistically. The hypotheses dealt with the underlying relationship between the different affective factors, the role of affective factors in the different performing arts, the development of affective factors during the secondary school years, the relationship between affective factors and achievement in an art field as well as the role of other variables such as gender, social relations and home circumstances. Recommendations were made to teachers, parents and learners. The recommendations are aimed at the enhancement of motivation and self-concept as well as the reduction of anxiety and stress. / Teacher Education / D.Ed.

The diploma thesis aspires, in its theoretical part, for a description of the theoretical and methodical basis and objectives of the educational process in the courses "Life and Art. " This school subject shall provide pupils of 58th grades in primary school with a basic cultural overview of medieval, Renaissance and Baroque architecture and art. The theses defines the concepts of animation, cultural animation and enculturation, experiential education, creative education and artefiletics, and outlines the prospects of their use in the educational process. The thesis also deals with the theory of perception in art and its connection to the pedagogical practice. It mentions the term genius loci as one of the elements of cognition of an architectural object and the place where it is located. In the practical part of the thesis, the individual architectural object of the Tabor Urban Conservation Area and it's immediate neighborhood are described. The thesis provides cultural, general and local historical, and also the theological context of art styles and places, which are the subject of the educational program. Following that, the thesis introduces examples of didactic methods, applicable in the courses "Life and Art."

La présente thèse a pour point de départ une exposition florentine organisée en 1990 et intitulée « Pittura di luce ». Ses organisateurs entendaient désigner ainsi un courant de la peinture florentine du milieu du XVe siècle fondé sur la lumière et la couleur claire. Comme l’avait bien compris l’exposition, cette « peinture de lumière » est d’abord identifiable dans la « manière colorée » portée par Fra Angelico et Domenico Veneziano, mais elle doit aussi être élargie à une manière plus « blanche », qui va de Masaccio aux premières œuvres d’Andrea del Verrocchio, au début des années 1470. Les implications techniques et symboliques d’un tel style méritent également d’être étudiées car elles renforcent le sens et la cohérence d’un mouvement publiquement soutenu par les Médicis et dont l’ambition majeure fut de « faire surgir » les peintures religieuses de la pénombre des églises (I). L’étude du développement géographique vaste mais discontinu de la pittura di luce approfondit les hypothèses proposées dans le cas florentin : tout autant qu’une façon moderne et proprement « renaissante » de peindre, la « manière claire » est aussi fondée sur une lumière théologique, associée en partie à la religiosité franciscaine. Piero della Francesca est assurément le grand protagoniste de ce double rayonnement, dans les cours et dans les campagnes (II). C’est également Piero qui sera au cœur de la redécouverte d’une peinture que les XIXe et XXe siècles ont réappris à voir grâce aux historiens de l’art et aux artistes, mais également en raison du changement des conditions de vision des œuvres d’art. En ce sens, la pittura di luce constitue un chapitre important de l’histoire du regard, que l’on propose de rapprocher d’autres redécouvertes picturales elles aussi fondées sur la notion d’apparition (III). / This thesis starts from an 1990 Florentine exhibition called “Pittura di luce” which intended to identify a trend in the mid-15th-century Florentine painting. This “painting of light” is not only, as was said at the time, a “coloured style” led by Fra Angelico and Domenico Veneziano, but it should be extended to a more “white manner”, from Masaccio to the first works of Andrea del Verrocchio, in the early 1470s. The technical and symbolical meanings of this style are to be studied as they reinforce the sense and the coherence of a trend publicly sustained by the Medici. The major aim of the “pittura di luce” is to make “emerge” religious paintings from the darkness of the churches (I). The study of the vast but also discontinuous geographical development of this “bright style” amplifies the hypotheses of the Florentine case: as much as a modern way of painting, it has very often a more archaic connotation of divine light. Piero della Francesca is surely the major figure of this ambivalent development (II). He is also one of the most significant examples of the way in which the “pittura di luce” was forgotten, and then rediscovered during the 19th and 20th centuries, thanks to art historians and artists, but also to the changes of the conditions of vision of the works of art. In this sense, the “pittura di luce” is an important chapter of the history of look, that we propose to compare with other rediscoveries of similar “paintings of apparition” (III).